Curriculum and Instruction Cheat Sheet

The core ideas of Curriculum and Instruction distilled into a single, scannable reference — perfect for review or quick lookup.

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Quick Reference

Backward Design

A curriculum planning approach developed by Grant Wiggins and Jay McTighe that begins with identifying desired learning outcomes first, then determining acceptable evidence of learning, and finally planning instructional activities. This reverses the traditional approach of planning activities before considering outcomes.

Bloom's Taxonomy

A hierarchical framework created by Benjamin Bloom and revised by Anderson and Krathwohl that classifies cognitive learning objectives into six levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. It guides educators in designing instruction and assessments at appropriate levels of complexity.

Differentiated Instruction

An instructional approach developed by Carol Ann Tomlinson in which teachers proactively modify content, process, products, or the learning environment based on student readiness, interests, and learning profiles to meet diverse learner needs within the same classroom.

Standards-Based Curriculum

A curriculum framework in which learning goals, instructional strategies, and assessments are all aligned to clearly defined academic standards that specify what students should know and be able to do at each grade level or course.

Formative Assessment

Ongoing, low-stakes assessments conducted during instruction to monitor student learning, provide feedback, and adjust teaching in real time. Unlike summative assessments, formative assessments are designed to inform instruction rather than assign grades.

Constructivism

A learning theory rooted in the work of Piaget, Vygotsky, and Bruner holding that learners actively construct their own understanding and knowledge through experience rather than passively receiving information. Curriculum designed on constructivist principles emphasizes inquiry, problem-solving, and student-centered activities.

Scope and Sequence

A curriculum planning document that outlines the breadth of content to be covered (scope) and the order in which topics are introduced across a grade level or course (sequence). It ensures logical progression and prevents gaps or unnecessary repetition.

Universal Design for Learning (UDL)

A framework developed by CAST that guides the design of flexible curricula providing multiple means of engagement, representation, and action/expression so that all learners, including those with disabilities, can access and demonstrate learning.

Curriculum Alignment

The process of ensuring that the written curriculum (standards and objectives), the taught curriculum (classroom instruction), and the assessed curriculum (tests and evaluations) are coherently connected so that what is tested reflects what is taught and what is intended.

Scaffolding

An instructional strategy derived from Vygotsky's Zone of Proximal Development in which teachers provide temporary, structured support to help students accomplish tasks they cannot yet do independently, then gradually remove that support as competence develops.

Key Terms at a Glance

Assessment:The systematic process of gathering, analyzing, and interpreting evidence of student learning to inform educational decisions.

Authentic Assessment:Evaluation that requires students to demonstrate knowledge through real-world tasks rather than traditional tests.

Backward Design:A curriculum planning approach that begins with desired outcomes before determining assessments and instructional activities.

Bloom's Taxonomy:A hierarchical classification of cognitive learning objectives ranging from basic recall to higher-order creative thinking.

Constructivism:A learning theory holding that learners actively construct knowledge through experience rather than passively absorbing information.

Culturally Responsive Teaching:Pedagogy that incorporates students' cultural backgrounds and experiences as assets for effective instruction.

Curriculum Alignment:The degree of consistency among the written, taught, and assessed curriculum within an educational system.

Curriculum Mapping:A systematic process of recording and reviewing the curriculum as it is actually delivered across grade levels and subjects.

Differentiated Instruction:Tailoring teaching to meet the diverse needs of learners by modifying content, process, product, or environment.

Direct Instruction:A structured, teacher-centered instructional method emphasizing explicit teaching, modeling, and guided practice.

Formative Assessment:Ongoing assessment during instruction used to monitor learning and provide feedback for instructional adjustment.

Gradual Release of Responsibility:An instructional framework that shifts cognitive load from teacher to student through modeled, guided, collaborative, and independent stages.

Hidden Curriculum:The implicit lessons, values, and social norms conveyed through school culture and structure beyond formal instruction.

Inquiry-Based Learning:An instructional approach driven by student questions and investigation rather than direct transmission of information.

Instructional Design:The systematic process of creating instructional materials and learning experiences based on learning theory and research.

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